2225 - ENGLISH LANGUAGE LEARNERS (ELL)

Otsego Local School District

Bylaws & Policies

2225 - ENGLISH LANGUAGE LEARNERS (ELL)
Introduction

Otsego Local Schools understand the need to prepare for English Language Learners (ELL) students regardless of native language. Otsego learners benefit from diversity and ELL students represent additional opportunities.

Many students need additional supports to develop the English language skills that they will need to communicate with others, participate effectively in the classroom, and to meet State academic content standards. Otsego Local Schools provide an ELL program designed to help students be successful learners in the classroom and beyond.

District Legal Obligations

The Equal Educational Opportunity Act 1974; Lau vs. Nichol 1974; Title VI, Civil Rights Act 1964; Title III, No Child Left Behind Act 2001 (modified 2004).

Definition of an English Language Learner (ELL)

An ELL student is:

	A.	between the ages of three (3) and twenty-one (21);

	B.	enrolled in an elementary or secondary school;

	C.	has a native/home language other than English spoken in the home;

	D.	and has such difficulty speaking, reading, writing or understanding English that the student may be unable to perform well enough in class or on State tests to meet expected State standards for achievement (Source: ODE Proficiency Rules).

Student Identification Procedures

A.	Home Language Survey (HLS) (Appendix A)

	1.	The District provides a Home Language Survey form to be completed by parents of every student being registered.

	2.	The building secretary will place every Home Language Survey in the mailbox of both the Curriculum Director and the Special Education Director for review.

	3.	The form is initialed reviewed by Directors.

	4.	The Directors will copy the HLS for his/her records.

	5.	The original copy of the HLS is kept in the student’s cumulative folder.

	The District will hire an ELL tutor. The tutor will be responsible for assessing a student if the student has not already been labeled LEP or if the records indicate the student has not successfully completed an ELL program previously.

B.	Intake and Assessment Procedures (Appendix B)

	The District Directors will check the records from students’ previous schools to determine if the student received ELL services there. A phone call should be made to verify if the student was or was not in an ELL program. If the student was in an ELL program, ask for the most recent OTELA or other assessment results to be faxed to you. The administrator and secretary should be notified of the student’s ELL status for placement into services. If no records can be obtained, the student will need to be assessed. The District ELL tutor will complete all testing documentation and notify parents of the results. Testing documentation will be maintained in the files of the District ELL tutor. The District will assess a student within fourteen (14) days after the student has registered.

	ELL tutors will administer the Idea Proficiency Test (IPT) to determine eligibility for services. The District Testing Coordinator (DTC) will work with ELL tutors to provide access to the IPT resources.

C.	Informal Assessments may include:

	1.	Writing samples

	2.	Translated progress reports

	3.	Parent/student interviews

	4.	Benchmark reading level

	After a student has been assessed, parents will be notified in writing of the results of the assessment within thirty (30) days of the start of school (or within two (2) weeks of placement if not identified prior to the beginning of school).

	If the student does not qualify, a letter will be sent home to parents notifying them of the assessment results.

	If the student does qualify, parents will receive a letter and a copy of the ELL Program brochure that will include:

	1.	reasons for the child’s identification and placement,

	2.	child’s level of English proficiency and how assessed,

	3.	exit requirements

	4.	a written copy of NCLB rules informing them of their rights in their native language.

	Signed permission slips will be kept in the ELL Coordinator’s files for each student.

	Parents who may be considering refusing ELL services are asked to conference with an ELL tutor and principal to answer any questions about the program before making a final decision.

	If parents refuse services:

	1.	ELL teachers and/or tutors will meet with the student’s classroom teacher to plan strategies to assist the student with language acquisition skills.

	2.	Classroom teachers will closely monitor the progress of students whose parents have refused services at the end of each grading period.

	3.	If a student’s English language deficit impedes appropriate learning progress, the parent will be notified and encouraged to allow their child to participate in the ELL program.

	4.	Parents who refuse ELL services for their child must sign a form declining services each year.

Communication to parents throughout the year will include:

	A.	status of academic achievement (grade level assessments: math, reading, and results of any other content area administered assessments),

	B.	information regarding graduation requirements (grades 8-12),

	C.	if appropriate, special education information, and how the program will meet the requirements of the child’s IEP,

	D.	method of instruction used to address the child’s learning needs and deficits,

	E.	how the program will help the child learn English and meet age appropriate academic achievement standards for grade promotion and graduation, and

	F.	program exit requirements, expected rate of transition and rate of graduation,

	G.	parents will be provided with outreach and support opportunities including school open houses, parent conferences, possible English tutoring sessions, etc.

The District will provide information to parents in their native language whenever possible. (Source: NCLBA/ESEA, Section 3302)

Procedures

	A.	Monitoring Procedures for Proficient Trial Mainstream (PTM) students.

	B.	During the PTM transition stage, student progress is carefully monitored and additional support is provided on an "as-needed" basis.

	C.	At the beginning of the school year, principals will receive a list of the PTM students to distribute to their staff. This will allow teachers to identify students in their class who may need instructional modifications as outlined in the ELL Course of Study.

	D.	Documentation will include: test scores, ELL progress report (Appendix I), and writing samples.

	E.	If the student is underachieving, the classroom and ELL teacher/tutor will collaborate on an intervention plan.

	F.	PTM students are required to complete the State mandated Ohio Test of English Language Acquisition (OTELA).

ELL Program Exit Criteria (per ODE)

The following criteria will be used to indicate that a student has attained the required level of English language proficiency to exit the ELL program:

	A.	The student has attained a composite score of 5 on the OTELA.

	B.	The student has successfully completed at least a one (1) year trial mainstream period in classrooms where English is the language of instruction.

	C.	During the trial mainstream period, the student has either obtained a composite score of 5 on the OTELA or attained a minimum composite score of 4 on the OTELA and earned a score at or above the proficient level on the most recent administration of the Ohio Achievement Test in reading and writing.

Program Goals and Definitions

Instruction to ELL students is provided by licensed teachers and tutors who follow the Ohio academic content standards using District-approved materials. Modifications and accommodations in the classroom are based upon recommendations from the Ohio Department of Education. The progress of ELL students is monitored through various forms of assessments.

A pass/fail system, emphasizing individual effort, participation and progress, is employed in place of letter grades for those ELL students who have attended U.S. schools for less than three (3) years. Pass/fail grades can also be used if the student is at an OTELA score of 3 and a class has a rigorous regimen of reading and/or writing. The District follows State and Federal guidelines in screening, classifying, servicing, testing, monitoring, and exiting students whose primary or home language is other than English.

A.	Teachers will use the following documents as guidelines for instruction:

	1.	Limited English Proficient (LEP) Proficiency Standards (ODE, 2007)

	2.	Ohio’s New Learning Standards

B.	Students will be assessed according to District guidelines and those assessments will assist in the guidance of instruction. The focus of instruction will be based on addressing the individual learning needs of students. Formative and summative assessments may include, but not be limited to:

	1.	Reading and writing benchmarks

	2.	STAR Reading (Grades K-8)

	3.	Informal observations

	4.	State Standardized Assessments

	5.	IOWA (grades 2 and 3)

	6.	NAEP, ACT, SAT

	7.	OTELA (Record scores on ELL Records card, Appendix J)

C.	ELL service method/time allotted will vary according to student need. Service models include:

	1.	small group pull out

	2.	inclusion

	3.	sheltered classes

	4.	basic classes (course content is modified)

	5.	tutoring

D.	Otsego Local School District’s Board of Education grading and retention policies will be followed.

E.	Students will participate in State Achievement Tests. Accommodations are provided as mandated by the Ohio Department of Education. A student who has been in the country less than one (1) year may be exempt from the reading or writing portion of the State standardized assessments. (Appendix K)

F.	Graduation Requirements will be followed.

Special Education ELL Students

	A.	Per Federal guidelines, language must be eliminated as a barrier. It is recommended students be enrolled in U.S. schools for at least three (3) school years prior to consideration of an educational disability.

	B.	An ELL student may be referred for special education testing by following District procedures for intervention.

	C.	ELL students who have an IEP will be placed in a classroom in accordance with their IEP.

	D.	ELL and Pupil Services staff will collaborate to ensure ELL students who have identified special education needs receive appropriate services in conjunction with ELL program services.

Translator Policy

	A.	When the ELL Coordinator is unavailable, or unable to cover multiple buildings, translators provided at Board expense will be used for academic functions such as open houses, parent-teacher conferences, IEP meetings, IAT meetings, disciplinary hearings, etc.

	B.	By law, the District is not obligated to have student documents such as transcripts, health history, and birth records for students translated. Parents will be asked to provide documents that have been translated from a licensed agency.

	C.	The ELL Coordinator will ask parents when meetings are scheduled if a translator will be needed. Once this is determined, the ELL Coordinator will clear her schedule to translate for the meetings. If this is not possible, she will contact a translator paid at Board expense to interpret for the meeting.

	D.	Fees are established by the agency and vary from $25 to $40 an hour or assignment.

	E.	The ELL Coordinator has a list of reputable translators on file.

Parent Programming may include but not be limited to:

	A.	Good parenting handouts

	B.	Tips on reading to children (translated copies)

	C.	Understanding math

	D.	Programs to assist parents to improve their student’s academic achievement

	E.	Computer nights to teach how to use a computer and kid friendly programs/environments

	F.	Outreach opportunities including school open houses, parent conferences, English tutoring sessions, etc

Staff Requirements (ELL Coordinator)

The ELL Coordinator and other ESL Staff must be TESOL certified or have a strong background in TESOL.

Staff will:

	A.	administer assessment tests to new students to determine qualification for ELL services;

	B.	communicate the results of tests to parents, principals and the central office ELL secretary;

	C.	provide instruction to students;

	D.	evaluate and document progress of students;

	E.	maintain accurate academic records for students;

	F.	communicate with parents on an ongoing basis;

	G.	conduct parent teacher conferences;

	H.	attend meetings pertaining to the academic needs of students;

	I.	provide assistance to classroom teachers in providing strategies to best meet the needs of ELL students;

	J.	attend professional development opportunities provided by the District and schools;

	K.	submit requisition for supplies as needed;

	L.	provide professional development opportunities for ELL teachers (SIOP);

	M.	visit ELL classrooms in each building to offer assistance as needed;

	N.	assess new students to the District whose home school does not have an ELL program to determine school placement;

	O.	communicate assessment results to parents, building principal and classroom teachers;

	P.	review supply requisitions to ensure purchases are appropriate and do not exceed the budget.

Program Evaluation

	A.	The Superintendent, Building Principals, and Curriculum Director will evaluate the program by reviewing District EMIS data. These reports will contain information relative to student performance, AYP, graduation rates, drop-out rates, and the number of ELL students who are identified as gifted. Reports provided by ODE will also be reviewed.

	B.	The program will be evaluated on an on-going basis.

	C.	The Curriculum Director will assist the ELL Coordinator in developing plans to improve programming in areas where the ELL program is weak.

	D.	The ELL Coordinator will be evaluated at least once a year by one (1) or more of the building principals.

Program Resources

	A.	Board approved courses of study and materials are used.

	B.	Resources and materials are replaced at the time new courses of study are adopted.

	C.	Yearly supplemental materials are purchased as funds allow.

Professional Development Meetings will include programs to:

	A.	improve instruction and assessment of ELL students,

	B.	enhance teacher understanding and use of curricula, assessment measures and instructional strategies for ELL students,

	C.	increase subject matter knowledge, instructional knowledge, and teaching skills of teachers in ELL and regular education classrooms,

	D.	programs to increase fluency in English including written and oral communications skills.

Services Provided to Private Schools

Private schools receive a small percentage of the District’s Federal Title III grant money as required by law.

Adopted 9/22/15